By Tracy L. Morris
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Extra resources for Anxiety Disorders in Children and Adolescents, Second Edition
1999). Vulnerability fac- 24 I. FOUNDATIONS tors among children at risk for anxiety disorders. Biological Psychiatry, 46, 1523–1535. , & Bradley, B. P. (1998). A cognitive-motivational analysis of anxiety. Behaviour Research and Therapy, 36, 809–848. , & Bradley, B. P. (1999). Some methodological issues in assessing attentional biases for threatening faces in anxiety: A replication study using a modified version of the probe detection task. Behaviour Research and Therapy, 37, 595–604. , & Mathews, A.
Science, 2, 177–191. , & Greenawald, J. T. (1995). Neurobiology. In J. S. ), Anxiety disorders in children and adolescents (pp. 3–34). New York: Guilford Press. , Muller-Gartner, H. , Salloum, J. , & Birbaumer, N. (1999). Subcortical correlates of differential classical conditioning of aversive emotional reactions in social phobia. Biological Psychiatry, 45, 873–871. Schneier, F. , Hornig, C. , Liebowitz, M. , & Weissman, M. M. (1992). Social phobia: Comorbidity and morbidity in an epidemiological sample.
Inhibited toddlers react to unfamiliar settings with distress, fear, and avoidance and by clinging to parents. They may shrink away from unfamiliar adults, refuse to approach new toys or enter new rooms, and withdraw from unknown peers. Inhibited preschool-age children may not show overt fear or distress but tend to exhibit quiet restraint and hesitancy to smile, approach, or initiate spontaneous conversations with new peers or adults. In older children, the restraint and reticence may be especially evident with groups of unfamiliar peers.
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